Opportunities to Respond2010 Region 3 Education Service Center / Texas A&M University

Objectives

At the end of this training, you will be able to

•define Opportunities to Respond/Practice

•describe strategies for Opportunities to Respond

•apply strategies for Opportunities to Respond

•illustrate how to develop adapted lessons

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Opportunities to Respond

• provide numerous opportunities to practice the target response

• require practice across days and activities using prompting and feedback

(Browder et al., 2008)

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Approaches

• Skill acquisition

• Skill maintenance

• Skill generalization

• Adapted mathematics lessons and units

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Research Evidence• Browder, et al. (2006)

– 13 out of 27 studies used the Massed/Discrete Trials instructional strategies

– This strategy has been used to teach a variety of math skills, such as addition (Baroody, 1996), counting and matching numbers (Kapadia and Fantuzzo, 1988), measurement (Karsh, Dahlquist, and Repp, 1994), and multiplication (Morin and Miller, 1998)

• Browder, et al. (2008)– The Opportunities to Respond strategy has been identified as one

of the evidence-based practices for teaching mathematics to students with significant cognitive disabilities

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Trial Components

2010 Region 3 Education Service Center / Texas A&M University

(http://www.users.qwest.net/~tbharris/aba_train.htm)

FeedbackPrompt

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Skill Acquisition—Massed/Discrete Trials• A primary teaching method to teach students with

developmental disabilities

• Teaching a skill by repeating the same trial several times successively in a short period of time (CBASSE, 2001).

• Beginning with prompted trials, then using systematic prompt fading until the student can give the correct response independently

• Example—A flash card of a number 5 is placed in front of the student, and 10 repetitions are presented as, “Mike, what number is it?”

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Teaching Strategies for Massed/Discrete Trials• Break skill into the smallest steps

• Teach each step of the skill intensively until it is mastered (systematic instruction)

• Provide multiple opportunities for responding

• Prompt the correct response, and fade the prompts as soon as possible

• Use positive reinforcement procedures(http://www.autismtreatment.info/What+Is+a+Discrete+Trial.aspx)

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Massed/Discrete Trials ActivityTasks:• Teach locating points on a coordinate plane

– Present a student ordered pairs of whole numbers, such as (3, 6), and say “Find this point on the plane.” The student is taught to locate this point on a coordinate grid. Use constant time delay with verbal or modeling prompt.

• Teach number comparison– Ask for two numbers (through 20). The student is taught to use

marbles to represent these two quantities and compare them. The student will make a sentence by using “more than” (for example, “18 is more than 12”). Use the least-intrusive prompting strategy to teach. The hierarchy of prompts is (a) gesture, (b) verbal prompt, and (c) model and verbal prompt.

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Activity #1

Maintenance and GeneralizationA learning process includes

• Acquisition

• Maintenance

• Generalization

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Maintenance

• Skill overlearning—fading reinforcement

• Distributed practice—scheduling matrix (Westling and Fox, 2000)

• Building on learned skills

• Using a maintenance schedule

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Scheduling Matrix• Identify individualized goals within the general

curriculum

• List events of the school day for the student

• Check the event in which the skill can be taught

Activity matrix

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Activity Matrix

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Student: John Teacher: Cheryl

Activity/Location

Time/Instructor

Skill

Tell Time to Hour

Count Use Next Dollar Strategy

Name Numerals

Arrival 8:30 Peer × ×Homeroom 8:45 David × × ×Computer 9:00 Chris × × ×Special(art, music)

9:30 Cheryl ×

Snack/leisure 10:30 Cheryl × × ×Library 11:15 Beth × ×Lunch 12:00 Peer/Cheryl × ×Community 1:00 Cheryl × × ×Project 2:00 Peer/Cheryl × × ×Cleanup 2:30 Cheryl ×

Approaches

• Skill acquisition

• Skill maintenance

• Skill generalization

• Adapted mathematics lessons and units

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Generalization• Teaching functional skills and using in vivo instruction• Multiple Exemplar approach—use varied materials and

activities to teach the same skill• General Case approach

– Define the instructional goal– Define the variation of stimuli and responses– Select differential exemplars– Vary other features– Teach one set of exemplar, and probe the others; teach until

mastery• Stimulus equivalence—if a = b, and a = c, then b = c and c

= b

2010 Region 3 Education Service Center / Texas A&M University

(Browder and Snell, 2000)

Activity #2

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Approaches

• Skill acquisition

• Skill maintenance

• Skill generalization

• Adapted mathematics lessons and units

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Adapted Math Lesson/Unit Plans• Two traditional curricular approaches

– Remedial curricular approach—teaching prenumber skills and basic numeracy skills from the beginning, regardless of grade level

– Functional approach—teaching functional skills and ignoring numeracy skills

• Promoting access to the general curriculum (recommended)—dual instruction approach

– Using systematic instruction to teach skills needed to acquire numeracy skills within typical grade-level math activities and concepts

– Teaching functional academic skills

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(Browder, Ahlgrim-Delzell, Pugalee, and Jimenez, 2006)

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Formula for Accessing the General Curriculum

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(Browder et al., 2006)

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Handout #1

Formula ApplicationCarter’s IEP goal: To apply place value skills of whole numbers in third-grade math activities and functional activities

2010 Region 3 Education Service Center / Texas A&M University

Typical Third-Grade Expectation (TEKS)

Adapted Expectation for Carter in Third-Grade Math

Functional Application

Use place value to compare and order whole numbers through 9,999

Identify digits in tens and ones places of whole numbers through 99

Organize books by simple two-digit call numbers

Generate a table of paired numbers

Complete a table of paired numbers with manipulatives

Make a table of numbers of mouths, eyes, and legs for frogs

Identify congruent two-dimensional figures

Match similar shapes of squares and triangles by counting numbers of angles

Organize objects by shapes

Use standard units to find the perimeter of a shape

Identify total standard units of cardboards with different lengths

Estimate perimeters for different objects

(Browder et al., 2006)19

Planning Adapted Lessons and Units

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Handout #1

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Components of an Adapted Lesson

• Student• TEKS objective• Learning objective/alternate objective• Materials and equipment• Teaching activities• Opportunities to practice• Assessment

(Browder et al., 2006)

2010 Region 3 Education Service Center / Texas A&M University

Handout #2

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Activity #3

Planning an Adapted Lesson Simon is a seventh grader with autism and moderate intellectual disabilities. He has speech impairments and is learning to use an augmentative alternative communication (ACC) device. With limited prior exposure to mathematics instruction, he can compare single-digit numbers by using a number line.

In seventh-grade general math class, students need to learn how to compare integers—according to the TEKS 111.23.Grade7.(b)(1)(A), “compare and order integers and positive rational numbers.” Using the activity sheet on the second page, draft an adapted lesson plan for Simon.

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Closure

Take out your Change of Practice Plan. Think about what you learned in this module, and relate it to your classroom. Write down some ideas of what you want to start using in your classroom.

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